Nonverbal communication as a mediator of intercultural communication in English as a second language classrooms

Abstract

ABSTRACT Nonverbal communication reveals the cultural contexts embedded in social interaction, making it critical for developing intercultural communication (ICC) competency. However, its role in mediating ICC in the ESL classroom has been overlooked. The present study explores the in-depth interviews of 20 first-language (L1) English-speaking teachers’ nonverbal communication practices in ESL classrooms in Korea. The results demonstrated that nonverbal communication adeptness mediated ICC in the classroom and teachers’ ICC competency. Experienced teachers adeptly navigated students’ emotional needs and prevented conflict through nonverbal cue awareness. This led to greater rapport, trust, and culturally rich ESL classes. However, less experienced teachers overlooked students’ emotions and culturally significant nonverbal cues, leading to irreconcilable conflict, prejudice, and tension. The results have implications for intercultural education and pedagogy, demonstrating the vital role of nonverbal communication in mediating ESL teachers’ ICC competency.